Verfahrensangaben

One of Egypt"s most pressing economic and social concerns is the creation of productive and dignified jobs. In 2020, the ILO reported that 7.9% of Egypt"s labour force was unemployed. Among young people, the unemployment rate stood at 17.3%, with young women being affected the most (43.5% compared ti 12.5% for young males). According to the Economic Research Forum (ERF) 2018 63% of employed individuals in Egypt are informally employed or in vulnerable employment. The annual growth rates of the GDP have been steadily declining since 2014 (from 2.3% to 1.7% in 2021), and although the labour market pressure temporarily decreased due to a smaller generation in the previous decade, it is expected to increase again starting in 2025 due to a new population increase. Therefore, sufficient productive jobs must be created for the new young population entering the labour market to prevent further increase in youth unemployment, underemployment, and precarious employment.

The Egyptian government places a high value on economic growth that prioritizes job creation. Egypt initiated several significant structural reforms in 2016, forming the basis for achieving the national implementation plan of the 2030 Agenda, known as the Egypt Vision 2030. Despite the large number of job seekers, businesses lament the shortage of competent specialists; therefore, the Technical Education 2.0 reform (TE 2.0) is considered as one of five steps to enable the transformation of the Egyptian economy. With the TE 2.0 reform, the MoETE has thus been focusing on the labour market and on thoroughly improving the quality of the technical and vocational education and training (TVET) system since 2018.
To impart relevant technical skills, technical education students must be offered labour market-oriented training programmes for occupational disciplines that offer employment opportunities within a green economy. Furthermore, the current TVET system lacks adequate instruction in environmental skills that would sensitize technical education students to environmental and climate preservation, essential as a foundation for future employment within the green economy. The MoETE has demonstrated its attention to this issue by proposing specific measures to enhance environmental skills, notably within secondary schools.

The effects of the predecessor module EPP III include a transition process from school to employment that is more aligned with the demands of the labour market. In the academic year 2021/22, 4,255 students at 38 schools in eight governorates benefitted from the improved services provided by Transition-to-Employment Units (TTEUs). By piloting a pre-orientation camp, an instrument was created to raise awareness among preparatory school students and their parents about employment opportunities through technical education.

EPP IV aims to achieve the following module objective: The Egyptian TVET system prepares technical education students for the job market in an economy that is transforming into a Green Economy.

The tenderer is responsible for achieving the following module objective indicators and for implementing the following output:

Module objective indicator 4
- 80% of the 500 female technical education students who participated in employment outreach initiatives confirmed that they feel prepared for the workforce in a green economy.
Output 5
Labour market demand-driven career advisory services have prepared technical education students, students interested in technical education, and parents with regard to employment potentials in a Green Economy.
- Output Indicator 5.1 Pre-orientation services for prospective technical education students and parents that take into account the transformation of the world of work into a Green Economy were expanded to 17 schools in 8 governorates.

The module is aimed at teenagers and young adults between the ages of 13 and 24, in particular female technical education students (15-19 years) who are completing an apprenticeship at a dual system school and in a company. Secondary school students from TSS (non-dual) as well as dual system students of the MoETE. Preparatory school students aged 13 to 14, who are about to decide whether and which technical education path they want to start, as well as their parents, are also addressed. The module aims to reach disadvantaged young people and promote gender equality.

The two main activities, which shall be implemented with the tender are

Work package 1: Expansion of pre-orientation services including environmental awareness and green economy career prospects.

The objective of WP 1 is to improve the already existing pre-orientation services and to expand them to additional 12 schools in 6 different governorates in Egypt to achieve the overall indicator of 17 schools in 8 governorates. The pre-orientation service shall include awareness raising on environmental topics and guidance on career prospects in the green economy. The concept of the pre-orientation service shall focus especially on capacity development and on identifying viable financing mechanisms to ensure their future cost effectiveness and sustainability. The selection of the students and competitions shall be done in an interactive manner.

Work package 2: Institutionalization of functions of TTE-Units

The objective of WP 2 is to develop a continuation strategy that ensures sustaining the TTEU functions and implementing this strategy in line with the resources provided by the MoETE.

GIZ may optionally commission contract amendments and/or increases based on the criteria in the tender documents to the successful bidder of this tender. For details, please see the terms of reference.

This order is suited for small and medium-sized enterprises (SMEs) and particularly suited for self-employed persons. Due to a technical error, this information cannot be entered in the form.

According to Article 160, Section 3 of the German Act Against Restraint of Competition (GWB), application for review is not permissible insofar as
1. the applicant has identified the claimed infringement of the procurement rules before submitting the application for review and has not submitted a complaint to the contracting authority within a period of 10 calendar days; the expiry of the period pursuant to Article 134, Section 2 remains unaffected,
2. complaints of infringements of procurement rules that are evident in the tender notice are not submitted to the contracting authority at the latest by the expiry of the deadline for the application or by the deadline for the submission of bids, specified in the tender notice.
3. complaints of infringements of procurement rules that first become evident in the tender documents are not submitted to the contracting authority at the latest by the expiry of the deadline for application or by the deadline for the submission of bids,
4. more than 15 calendar days have expired since receipt of notification from the contracting authority that it is unwilling to redress the complaint.
Sentence 1 does not apply in the case of an application to determine the invalidity of the contract in accordance with Article 135, Section 1 (2). Article 134, Section 1, Sentence 2 remains unaffected.

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